Globalization and Racism in Context of Australian Education - Assignment Example

Globalization and Racism in context to Australian education Introduction (Globalization) Globalization a recent phenomena, is affecting almost all countries worldwide, and is rewriting many traditional rules pertaining to almost all aspects of our lives. Therefore it is of no surprise that our present system of education is also seeing many revolutionary changes, owing to this trend in globalization. Here it must be kept in mind that internationalization and globalization, in context of higher education, are two separate entities. Internationalization of education has been present from long back, and is related to physical crossing of national/ international borders, where there is an exchange and free flow of knowledge in the whole process. It may be subject to certain restrictions like the will of the host country to accept the foreign student, or may be subject to various other privations like visa, passport, and funding for international studies. Globalization on the other hand transcends all borders and the concept of nation or state seemingly does not exist. Here the world is a single entity, comprising of a common ‘knowledge society’. Since globalization has been the result of a worldwide economic and commercial integration, (unlike the internationalization of education, that sees knowledge exchange at very high scholarly levels), it has been identified with transnational educational systems that are based on private entrepreneurial market driven forces and related competition; and a resultant knowledge exchange that is commercial based (Teichler U and Yağcı , 2009).Observing the current accelerated rate in globalization it is indeed necessary that the colleges and universities worldwide (including Australia) come together and change their present curriculum to form an integrated educational system so that the concept of a singular ‘knowledge society’ becomes a reality. Discussion Globalization, an innovation of the 21st century, is a term that has “come from nowhere to be almost everywhere” (Giddens, 1999, 7). Globalization though mainly associated with the concept of a worldwide economic integration and a borderless market, its effect without any doubt “extends well beyond the economy...it transforms people, states, societies, cultures and civilisations” (Comeliau, 1997, 30). The effects of globalization are visible in three main areas, in context of any particular country. These are: the economical conditions of a country, its political climate, and also its cultural aspect, and as Little frames it, globalization will soon create “a religious and cosmopolitan mosaic” (Little, 1996, 428). With the dissipation of the concept of nation-state and of economic sovereignty, there is a possibility that the world will be a uniform flat mass of similar culture. This has brought fear into the minds of some scholars who contend that it would lead to the richer nations exploiting the poorer ones, thus bringing back imperialism in a new form. Indeed it has been seen that certain elements of imperialism are seen when a foreign system of education is forcibly used, that which has not been modified and suitably adapted to meet the needs of the host country. A distinct characteristic of this so called ‘global system of education’ is a prototype of the western system of education, based mainly on the English language as a medium of imparting knowledge. In Australia there has been a tendency to term such transnational exchanges of knowledge or education, as the internationalization of the educational system, and almost all universities in Australia, today have a layout for internationalization of their educational programs while preparing their corporate and budgetary strategies. This is done with the aim of integrating the ‘global culture’ into the Australian educational system, in order to widen its scope, and broaden the horizon. So it translates out that, imparting such an education would help Australian students to understand and value the history, culture, and origin of people from other nations. So one huge benefit of modifying the Australian educational system, and following a more internationalized standard would definitely help to create unity in cultural diversity, where the students would learn to co-exist with different cultures, without having any pre-conceived prejudice or bias, (here care must be taken so that the end product is not a cultural melting pot, where a uniform hybrid culture is formed that does not belong anywhere). So “a balanced philosophy of internationalization, which encompasses multiple objectives, especially those relating to overseas experience, cross-cultural learning, international networks and global citizenship, is the most likely formula for success” (Milton-Smith, 2001, 5). Under the present GATS agreement most of the Australian universities overseas, follow a program that has the same syllabus and time table, as followed in their home campuses. Here it must be kept in mind that in a foreign country one will have to adjust to that country’s culture and tradition, in relation to education, while also maintaining high standards. If this is not followed then there will not be a proper exchange of knowledge and culture, and the desired results of an internationalized or globalised educational system, of preparing a student who is able to live and work in any part of the world, will not be achieved. Thus, in this globalised era, it has to be kept in mind that “education is a means to an end. The question is not, should education be instrumental. It is instrumental, and always has been…because it inevitably reflects the consensus view about society…It is principally an agent of conservation. It strengthens the civilization it serves, and nurtures the dominant culture of which it is part” (Hulmes, 1989, 18). Conclusion: Thus globalization in education actually means creating a ‘mosaic culture’ by imparting a correct form of education worldwide, where the students are taught to co-exist with each other, irrespective of differences in culture, religion, tradition, heritage and color. Introduction (Racism) Racism is a topic, which has been in existence probably with the beginning of human civilization itself. Racism is a social feeling that arises from pre conceived notions of prejudice or bias, based on certain perceived differences between the various members of a certain society. Such feelings come in when one is under the misconception of being superior to certain people, based on perceived differences in skin color, financial conditions, sex, age, or differences in social class of some sort, leading to the oppression of those socially deemed inferior. Essed in this context gives us a probable definition of racism where he says that it is “the definitive attribution of inferiority to a particular racial/ethnic group and the use of this principle to propagate and justify the unequal treatment of this group” (Essed 1990, p. 11). At the opposite polarity stands the definition for anti-racism, which is “forms of thought and/or practice that seek to confront, eradicate and/ or ameliorate racism [and] ideologies and practices that affirm and seek to enable the equality of races and ethnic groups” (Bonnett, 2006). Thus, while racism speaks of inequality and oppression of human rights; anti-racism on the other hand promises to deliver justice and equal rights to everyone, irrespective of their creed, color, and religion. Integration of literature related to anti-racism in the educational curriculum is indeed necessary, to create a feeling of oneness amongst the students, so that as they grow up they learn to respect and value the culture and religion of other people, while also not forsaking their own cultural identity. When respecting the culture of another person, becomes an intrinsic part of one’s thought right from childhood, then legislations will indeed not be necessary to enforce the feeling of equality and justice within a person. Discussion A look at the various legislations will show us that almost all international and national conventions have made provisions to tackle this ever constant problem of racism. The International Convention on the Elimination of all forms of Racial Discrimination [ICERD] (which is followed by the Australian government) provides for ‘special measures’ in order to develop legal provisions that help to safeguard against racism, and create equal opportunities and equal rights to all citizens of the country. However in a multicultural society creating uniform legislations for removal of racism is not possible. To create such a uniform rule for all, would deny the very existence of the multicultural factor, thus giving unintended privileges to some, while denying rights to others. To give priority to a certain religion or culture, in order to protect its identity, would invariably result in creating differences, resulting in increasing alienation of the protected group. So to tackle racism, legislations and protecting the minor groups is not the only answer to eradicate this problem. One must necessarily look into the various historical and contemporary issues that give birth to such racism within our societies, while also educating the people on the benefits of living in harmony. Multicultural issue is extremely important in the context of Australia. This country was born in the eighteenth century with the coming of various immigrants from various parts of Europe. In the recent spate of racial attacks in Australia, it is the later generations of these very immigrants that are carrying out these racial attacks claiming Australia to be their country. Being descendants of immigrants themselves they will have to realize that, Australia by virtue of its indigenous birth cannot be claimed by any one group, as their own country. It has been a multicultural country right form its conception and will remain so. Even after these attacks, very strangely most Australians vehemently deny that they are racists as a society. Even the government led by Howard, completely denies that there is any racism in Australia, yet they make laws that are applicable to only the minorities, forcing them to follow certain rules that are direct derivatives from the domineering white society. This is making a situation, that is already complex enough, even worse. To deal with racism and to look for ways to eradicate this long standing social problem, one will have to acknowledge the problem first. Pretending that the problem does not exist does not help, and only serves to aggravate the condition. One very basic way to tackle this problem is integrate the study of multicultural values and aspects, within the syllabus of school and college students. It is necessary that we start molding the young minds in such a way that they comprehend the true meaning of a multicultural society, where one social class does not rule simply because of a certain skin color, or money power, or sex type. To start educating children on the various culture and traditions seen round the world would incorporate a feeling of respect and honor for all, right at the beginning of life. It would help in creating a better future generation, which would have lesser problems in co-existing in a multicultural society, thus removing racism to some extent. Legislations and laws are coercive in nature; while educating people in multicultural values would create a difference in their perspectives, making them naturally more tolerant towards others. Education if imparted in a right manner would make them realize that being tolerant towards all does not necessarily mean losing one’s own identity and becoming a hybrid. It simply means respecting the diverse cultures of others, while keeping one’s own cultural identity intact. Conclusion: Thus we can see that while legislations are indeed necessary to protect the victims of racial hatred, the first and foremost thing for the Australian people and the government is to acknowledge the fact that there is indeed a problem. Once acknowledged, the next step would be integrate the multicultural aspect within the curriculum of various schools and colleges, so as to train young minds to comprehend the necessity of respecting and valuing other peoples’ cultures and traditions, especially in this globalised era. References Bonnet, A. (2006). The Americanisation of racism? Global power and hegemony in within equity, Journal of ethnic and migration studies, vol. 32, no.7, p. 1083-103. Comeliau, C. (1997). The Challenges of Globalization, Prospects: Quarterly Review of Comparative Education, vol. XXVII, no. 1. Essed, P. (1990). Everyday racism: reports from women of two cultures. Alameda, CA: Hunter House. Giddens, A. (1999). ‘Globalisation’, in Runaway world: how globalisation is reshaping our lives. Profile Books, London, pp. 6-19. Hulmes, E. (1989). Education and cultural diversity.  London: Longman. Little, W. (1996). Globalisation and Educational Research: whose context counts? International Journal of Educational Development, vol. 16, no. 4, pp. 427-438. Milton-Smith, J. (2001). National Marketing and Internationalisation Approaches: the Case of Australia, Conference: 15th Australian International Education Conference, Developing Global Capacity through International Education, Sydney, University of New South Wales, IDP Education Australia. Teichler, U., and Yağcı ,Y. (2009). ‘Changing challenges of academic work: concepts and reservations’, in V L Meek, U Teichler and M-L Kearney (eds), Higher Education, Research and Innovation: Changing Dynamics Report on the UNESCO Forum on Higher Education, Research and Knowledge 2001-2009, International Centre for Higher Education Research – Kassel (INCHER-Kassel), pp 85 – 145. Read More